本稿では，「性的マイノリティについての意識：2015年全国調査」のデータを用いて「同性愛・両性愛フォビア度尺度」と「家族・ジェンダー保守度尺度」を生成し，各尺度得点を被説明変数とした重回帰分析を行った（n＝1074）．男性である，高齢である，同棲の経験がない，政治意識が保守的である，セクシュアル・マイノリティが周りにいないと認識していると，家族・ジェンダー保守度と同性愛・両性愛フォビア度が高いことがわかった．婚姻地位，都市規模，信仰・信心の有無は，いずれの尺度においても関連性が確認できなかった．学歴，就業の有無，主な仕事の種類，宗教心の重要性，居住地域については，2つの尺度間で，また，統制する変数によって結果が異なった．検討した変数すべてを含むモデルの標準化係数を見ると，同性愛・両性愛フォビア度に対する説明力が高いのは，年齢，セクシュアル・マイノリティが周りにいるか否か，性別の順であった．

Background: In 2015, the Ministry of Education, Culture, Sports, Science, and Technology （MEXT） published a report on sexual minority students, including those with gender identity disorder. This promoted discussions on sexual minorities in schools. Reports showed that teachers did not respond to such students adequately, and teachers may hurt the feelings of sexual minority students, suggesting that school is not a safe space for them. In particular, support for sexual minority students in physical education classes is important as shown in the MEXT report.

Objective: This study aimed to investigate and identify the main characteristics of the knowledge and attitudes of school teacher trainees who majored in health and physical education （HPE） toward sexual minorities.

Methods: A questionnaire survey was administered to 393 students belonging to “A” university for training students to be teachers. There were 377 questionnaires recovered and 351 valid respondents （response rate ＝89.3%）, of which 127 students majored in HPE, and 224 students majored in other subjects. The survey included basic information regarding respondents, learning experiences and knowledge about sexual minorities, attitudes toward sexual minorities, including homophobia （irrational fear and hatred of homosexuals）, transphobia （irrational fear and hatred of transgender individuals）, seeing and hearing aggression toward sexual minorities, experiences involving sexual minorities, and perspectives on education.

Results: In the group of students who majored in HPE, “normative-men” （cis-gendered, heterosexual） tended to make sexual minorities invisible and reinforce homophobia and transphobia more than “normativewomen” （cis-gendered, heterosexual）. In the group of “normative-men, ”students who majored in HPE showed this tendency more than students who majored in other subjects. Students who were not close to sexual minorities tended to make sexual minorities invisible and reinforce homophobia and transphobia more than students who were close to them.

Conclusion: This study showed that the students who majored in HPE demonstrated strong homophobia and transphobia more than the students majoring in other subjects.

However, many of students who recognized the existence of sexual minorities had known others who had come out or disclosed their sexual identity; the homophobia and transphobia of such students subsequently weakened. Thus, the act of coming out is a key factor in encouraging awareness of the existence of sexual minorities.